Kids Planet Shortwood Lodge

What is it like to attend this early years setting?

Staff form strong bonds with children. They create a calm and welcoming space, where children feel safe and secure. Staff work closely with parents and carers to provide consistency and emotional support. From the first settling-in session, staff respond gently to children's needs. Babies receive hugs, soft reassurance and close contact from their key persons. Staff use singing, eye contact and soothing routines to help children to settle and feel secure. Staff provide children with choices and celebrate their achievements. This helps children to develop their confidence and self-esteem.

Staff have clear expectations for children's learning. They focus on strengthening children's communication and language. Staff create spaces rich in language and filled with stories and conversations. Babies name objects and enjoy familiar rhymes. Older children clap syllables and play sound-matching games. Staff model speech and introduce new words during children's play. Children with speech delays receive repetition, prompts and gentle encouragement. These approaches help children to speak clearly and listen with confidence.

Mathematics weaves through everyday interactions and the wider curriculum. Staff introduce counting and mathematical words to children from an early age. Toddlers explore size and quantity while filling containers in water play. During construction, older children count bricks, then experiment with adding their group together. Staff encourage children to make predictions, test theories and explain their thinking. These experiences build and support children's numeracy and problem-solving skills.

What does the early years setting do well and what does it need to do better?

• The staff team works hard to create a sense of community. Parents describe the nursery as warm, responsive and emotionally supportive. Staff guide families through key transitions and offer home learning packs, lending resources and practical help. They welcome feedback through a question board in the foyer, and share actions transparently. Staff use information boards to offer guidance on common concerns. This helps families to feel informed and empowered. Parents say staff know their children well and communicate clearly.
• The knowledgeable staff team has created a well-sequenced curriculum that reflects children's interests and developmental needs. Staff adapt activities to promote purposeful learning. However, while staff respond well to children's individual needs during adult-led activities, they do not always encourage quieter children to interact with their peers. Some children stand on the sidelines during free-flow play, finding it difficult to join in or build new friendships. Therefore, staff do not consistently encourage children to interact with their peers and support their social confidence.
• Children benefit from regular outdoor play, nature walks and enrichment activities, such as gardening and sports coaching. They go on walks to fields and take part in physical sessions designed to raise their heart rates and build stamina. Staff introduce climbing, obstacle courses and movement games to support children's coordination and strength. Babies squeeze sponges and pull themselves up on equipment. Young children explore play dough and make marks with spice-infused paint. Staff use these experiences to support children's physical confidence, sensory exploration and early writing skills.
• The management team prioritises staff's well-being and fosters a culture of care. Staff feel valued, appreciated and supported in their roles. They receive access to a wide range of training and development. This helps them to grow professionally and respond to children's needs with confidence. Regular staff meetings provide space to share ideas and suggest changes. Leaders check in with staff, respond to concerns and celebrate achievements across the team. This creates a positive working environment, where staff feel respected and motivated.
• Children enjoy healthy meals and snacks. Staff encourage children to self-serve and take part in mealtime routines. However, at times, staff rush through routines and transitions. They do not always take the time to encourage children to tidy away their things or dress themselves independently. This limits children's ability to take ownership and develop valuable life skills.
• Staff use stories and everyday interactions to help children to talk about and understand their emotions. They model respectful behaviour and show kindness towards each other and children. Staff encourage manners and reinforce the rules in the setting consistently and gently. Children learn to share, take turns and resolve minor conflicts with support. Staff actively model how to manage disagreements effectively. These approaches help children to understand and manage their emotions.

What the setting must and should do next

The provider should:

• support staff to recognise children who are quieter, to help these children to enhance their confidence and social skills
• provide increased opportunities for children to further develop their emerging independence skills, such as during daily routines.